<a. I choose MCAS questions #5 and #8.
b. Science standard 3.1 applies to #8
c. I teach this under heat and heat transfer in the Medford curriculum.
d. Hand- on lab, students create an informational poster of ppt to explain a certain type of heat transfer.
place your MCAS questions and Curriculum Mapping information here>
Rub the yellow balloon on the sweater. Describe what happens to the charges on each object.
Does the balloon attract or repel the sweater?
Through what process (conduction, induction, friction) did the balloon become charged?
Now bring the balloon near the wall. Describe what happens to the charges on each object.
Does the balloon attract or repel the wall?
Through what process (conduction, induction, friction) did the wall become charged?
Hit Reset, uncheck the ignore initial charges button. Bring out a second balloon and rub ONE on the sweater. What happens to the charges on the sweater and the one balloon?
Now rub both balloons on the sweater. Do the balloons attract or repel one another. Why?
Find the Field Hockey Simulation
Check on the Trace and Field buttons. Use the positive and negative charges to force the puck into the net.
Describe how you were able to get the puck into the net.
Try the other difficulty levels…. If you dare!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Quizlet; allows you to create flash cards that can be used for studying and playing games with.
This can be used as an assessment tool when the students use the “race mode” or play other games.
This tool builds conceptual knowledge, it uses mostly memorization of vocabulary.
This tool can be used as an expression of student knowledge only to a certain extent.
Quizlet is designed by the teacher and is to be used by the students as a study tool.
This can be used during class as a review session, but I would mainly use it outside of class to supplement a study guide.
Quizlet can be used on a mobile device, such as an ipad.
What concepts will students need to know?
An unbalanced force is needed to cause changes in motion.
If the forces are all balanced there will be no CHANGE in motion.
If forces are acting in the same direction you add them together to get the net force.
If forces are acting in opposite directions you subtract them to get the net force.
<Post your Web 2.0 tool with instructions for use here>
Students will draw a freebody force diagram for the EGG in each frame. Students will label the magnitude and direction of all forces acting on the egg.
Workshop 6 - Scientific Investigations
Black Box Investigation
<Post your Black Box Investigation here>
Stage 2 Activity:
<Post your Stage 2 investigation here >
Objective: Students will be able to properly label all forces acting on an object.
Standard: Use a free-body force diagram with only co-linear forces to show forces acting on an object, and determine the net force acting on it.
Misconceptions: All moving objects must have an unbalanced force.
Task: Students will use the Phet simulation to complete an online investigation.
Procedure: Students will use the lap-top to access http://phet.colorado.edu/en/simulation/forces-and-motion-basics.
1. Students will freely explore the simulation. (10 min.)
2. Students will then utilize the guided worksheet to complete activities involving different amounts of friction, different masses and different forces. (20 min.)
Grouping: Students will be placed into groups of 2.
Classroom materials: Laptop computers, hand-out, paper pencil.
Assessment: Students will use the Phet simulation to push a 50 kg object with a force of 100N, for 1 second, then let the object go. Students will then draw a free-body force diagram on three stages: when it is at rest, when the force is being applied and when the object is released.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name: Alexandria Lucuk
Lesson Title: Egg Drop
Grade Level: 9
State Standards: 2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy into kinetic energy and vice versa.
2.1 Interpret and provide examples that illustrate the law af conservation of energy.
Lesson Question: How can you use the rubber bands to drop the egg close to the ground without breaking it?
Introduction: You have just learned about Hooke's law and how to calculate the spring constant. You also have extensive knowledge about the transfer of energy from one form into another.
Task: You will make a "bungee" for your egg using rubber bands. You will drop your egg from the top of the doorway. Your egg must come closest to the ground without breaking!
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Find the spring constant (k) of the rubber band. Then design a procedure to make and TEST your "bungee".
here are the materials you will be given: egg, bag of rubber bands, balance, 5g0 and 100g massess, spring scale, meter stick. G clamp, ipad or iphone.
Here are some equations you may need:
PE=mgh
KE=1/2mv2
SPE=1/2kx2
F=kx
After you have designed the experiment you may now perform your test(s) and collect data. You may use video on your phone to help collect data.
Now you may analyze your data.
Write a conclusion. Conclusion:
Using video analysis, you will determine whose egg from the class came the closest to the floor without touching! Assessments:
You will be assessed on the thouroughness of your lab report and whether you sucessfully completed the task. Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
design an experiment
All steps are thoroughly written and are easily replicable.
Steps are clearly written and are replicable.
Steps are replicable
Missing important information, not easily replicable
25
collect data
data is well organized in a visually pleasing manor. ex. graphs, table. Written observations are present. Relevant data was collected.
data is organized in a visually pleasing manor. written observations are present. Relevant data was collected.
data is present. May be missing observations.
data missing, incomplete, or not relevant.
25
Conclusion
Thoroughly completes all six area of writing a conclusion.
Completes all six steps of writing a conclusion.
May not have addressed all six steps of a conclusion.
Incomplete, missing, or does not relate to original design.
25
Accuracy
Egg comes within 5 cm of the floor
Egg comes within 5-10 cm of the floor
Egg comes within 10-30 cm of the floor
Egg hits the floor. Egg does not come withinn 30 cm of the floor
Workshop Wiki Page - Alexandria Lucuk
Workshop 2 - MCAS Assessments & Curriculum Mapping
<a. I choose MCAS questions #5 and #8.
b. Science standard 3.1 applies to #8
c. I teach this under heat and heat transfer in the Medford curriculum.
d. Hand- on lab, students create an informational poster of ppt to explain a certain type of heat transfer.
place your MCAS questions and Curriculum Mapping information here>
Workshop 3 - Web 2.0 tools
<embed your video here>
<iframe width="420" height="315" src="http://www.youtube.com/embed/o_5oYuDY2qM" frameborder="0" allowfullscreen></iframe>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
<Add Stage 1 activity here>
Stage 1 Activity:
Objective: Students will be able to determine the process used to charged different objects.
Activity type: online laboratory simulation
Instructions:Go to site below. Instructions on Assessment worksheet below
Online component: phet.colorado.edu
Classroom materials: Lap-top cpmputer for every 2 students. electrical outlet to charge computers.
Assessment:
Answer on a separate paper! DO NOT WRITE ON
Static Electricity Simulation
Go to: http://phet.colorado.edu/en/simulation/balloons
Find the Field Hockey Simulation
Check on the Trace and Field buttons. Use the positive and negative charges to force the puck into the net.
Try the other difficulty levels…. If you dare!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
http://www.surveymonkey.com/s/2011StudentTechSurvey
Quizlet; allows you to create flash cards that can be used for studying and playing games with.
This can be used as an assessment tool when the students use the “race mode” or play other games.
This tool builds conceptual knowledge, it uses mostly memorization of vocabulary.
This tool can be used as an expression of student knowledge only to a certain extent.
Quizlet is designed by the teacher and is to be used by the students as a study tool.
This can be used during class as a review session, but I would mainly use it outside of class to supplement a study guide.
Quizlet can be used on a mobile device, such as an ipad.
What concepts will students need to know?
Students will draw a freebody force diagram for the EGG in each frame. Students will label the magnitude and direction of all forces acting on the egg.
Workshop 6 - Scientific Investigations
Black Box Investigation
<Post your Black Box Investigation here>
Stage 2 Activity:
<Post your Stage 2 investigation here >
Objective: Students will be able to properly label all forces acting on an object.
Standard: Use a free-body force diagram with only co-linear forces to show forces acting on an object, and determine the net force acting on it.
Misconceptions: All moving objects must have an unbalanced force.
Task: Students will use the Phet simulation to complete an online investigation.
Procedure: Students will use the lap-top to access
http://phet.colorado.edu/en/simulation/forces-and-motion-basics.
1. Students will freely explore the simulation. (10 min.)
2. Students will then utilize the guided worksheet to complete activities involving different amounts of friction, different masses and different forces. (20 min.)
Grouping: Students will be placed into groups of 2.
Web 2.0 online component:
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
Classroom materials: Laptop computers, hand-out, paper pencil.
Assessment: Students will use the Phet simulation to push a 50 kg object with a force of 100N, for 1 second, then let the object go. Students will then draw a free-body force diagram on three stages: when it is at rest, when the force is being applied and when the object is released.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name: Alexandria Lucuk
Lesson Title: Egg Drop
Grade Level: 9
State Standards:
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy into kinetic energy and vice versa.
2.1 Interpret and provide examples that illustrate the law af conservation of energy.
Lesson Question: How can you use the rubber bands to drop the egg close to the ground without breaking it?
Introduction: You have just learned about Hooke's law and how to calculate the spring constant. You also have extensive knowledge about the transfer of energy from one form into another.
Task: You will make a "bungee" for your egg using rubber bands. You will drop your egg from the top of the doorway. Your egg must come closest to the ground without breaking!
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Find the spring constant (k) of the rubber band. Then design a procedure to make and TEST your "bungee".
here are the materials you will be given: egg, bag of rubber bands, balance, 5g0 and 100g massess, spring scale, meter stick. G clamp, ipad or iphone.
Here are some equations you may need:
PE=mgh
KE=1/2mv2
SPE=1/2kx2
F=kx
After you have designed the experiment you may now perform your test(s) and collect data. You may use video on your phone to help collect data.
Now you may analyze your data.
Write a conclusion.
Conclusion:
Using video analysis, you will determine whose egg from the class came the closest to the floor without touching!
Assessments:
You will be assessed on the thouroughness of your lab report and whether you sucessfully completed the task.
Assessment Rubric
Resources:
http://phet.colorado.edu/en/simulation/mass-spring-lab
Teacher Notes: Phet spring lab can be used as a pre-lab to this activity.